Study of reading comprehension in students with ADHD

The symptoms of Attention Deficit / Hyperactivity Disorder (ADHD) are widely linked to the presence of learning difficulties, especially regarding reading comprehension processes. There is evidence between these difficulties with comorbidity factors and clinical presentation of ADHD. The main objective of this work has been to study the reading comprehension capacity in Primary and Secondary Education students with hyperactive disorder and its relationship with comorbidity and clinical presentations or subtypes of the disorder. The sample consisted of 111 students across ages 6 to 17 diagnosed with ADHD. The assessment of reading comprehension capacity was carried out using the TALE-2000 standardized test. The results of this study confirmed that children with hyperactivity disorder had difficulties in reading comprehension tasks. 35.2% successfully passed the test reaching a level A, while 27.8% achieved a level B, and 37% a level C. There were no significant differences between clinical presentations (p = 0.391). nor considering comorbidity (p = 0.5). According to these findings, the student population with ADHD presents reading comprehension difficulties regardless of the existence of comorbidities and the subtype of hyperactive disorder. These data suggest the need for clinical and school professionals to carry out evaluations and interventions with these students on time and as systematic as possible. Likewise, it should be considered to apply methodological adaptations related to reading processes.